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Ict training 3 17 may 2010
 

Ict training 3 17 may 2010

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    Ict training 3 17 may 2010 Ict training 3 17 may 2010 Presentation Transcript

    • ICT Training 3 – BY(i)TES Domain 3 Cheong Tuck Wai HOD ICT
    • BY(i)TES – 3 Domains
      • Teacher Use
      School ICT Leadership Teacher Use Pupil Involvement BY(i)TES
    • BY(i)TES : 3 – TEACHER USE Indicator No. Description of indicators 3 .1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment 3 .1.1 ICT integration into curriculum, instruction and assessment 3 .1.2 Teachers’ use of ICT tools
    • 3 .1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment CPA unit uses the students ICT assignments in Semester 1 to review and improve for implementation for Semester 2 Indicator 1 2 3 4 3 .1.1 ICT integration into curriculum, instruction and assessment Teachers integrate ICT into lessons on an ad hoc basis . Teachers integrate ICT into schemes of work and carry them out. Teachers integrate ICT into schemes of work and carry them out. Teachers use products of pupils’ learning to review and improve on the schemes of work and practices. Teachers integrate ICT into schemes of work and carry them out. Teachers use ICT to diagnose the pupils’ learning processes and evaluate products of pupils’ learning to review and improve on the schemes of work and practices.
    • 3 .1 Teachers demonstrate integration of ICT into the curriculum, instruction and assessment EL Dept uses audio books, videos, movies and songs to allows pupils to explore, discuss and interact with real-world problems, contexts or situations that are relevant to them Indicator 1 2 3 4 3 .1.2 Teachers’ use of ICT tools Teachers use ICT tools for presentation and mastery learning only. Teachers use ICT tools for visualisation, modelling , manipulatives, game activities, and customised instruction (e.g. self-paced mastery learning, with immediate feedback provided) Teachers use ICT tools to support authentic learning tasks, to facilitate problem solving / decision-making / investigation and independent learning. Teachers use ICT tools to create holistic, interactive learning environments .
    • GLOSSARY OF TERMS TERM DESCRIPTION Mastery Learning An instructional strategy that enables pupils to advance to a subsequent learning objective only after they have demonstrated proficiency in the current one, usually done through drill and practice. Authentic Learning A pedagogical approach that allows pupils to explore, discuss and interact with real-world problems, contexts or situations that are relevant to them. Independent Learning An instructional approach which allows pupils to meet their personal learning needs by selecting their own learning objectives, learning resources and mode(s) of learning. Visualization Using images, diagrams or animations to communicate abstract or complex ideas. Modelling Using digital 3-D representations to show the structure or workings of an object, system or concept. Construction of Knowledge Involves conducting meaningful inquiry, research, sharing, discussion of results and engaging in reflection in order to produce knowledge in meaningful ways.
    • GLOSSARY OF TERMS TERM DESCRIPTION Holistic, interactive learning environments
      • In holistic, interactive learning environments, the
      • following elements are present:
      • learning tasks requiring learners to solve/investigate authentic problems both independently and collaboratively,
      • learning products requiring the creation of new products/ knowledge to demonstrate learning through the articulation of ideas, assumptions and thoughts,
      • learning activities promoting connectivity with the community
      • learning methods enabling continual reflection, assessment and revision of own learning.
    • BY(i)TES : 3 – TEACHER USE Indicator No. Description of indicators 3 . 2 Teachers work collaboratively with one another on ICT activities 3 . 2 .1 Nature of collaborative activities 3 . 2 .2 Scope of teacher collaboration 3 . 2 .3 Extent of teachers involved in collaborative activities 3 .3 Teachers educate pupils on the ethical and safe use of ICT 3.3.1 Teachers educate pupils on the ethical and safe use of ICT
    • 3 . 2 Teachers work collaboratively with one another on ICT activities D&T teachers collaborated by collating and organizing of online pictures, mindmaps, sketches drawn from tablet PC and websites to trigger students awareness of design opportunities Indicator 1 2 3 4 3.2.1 Nature of collaborative activities Collaboration on ICT activities Involves mainly the exchange of information. Collaboration on ICT activities involves the exchange and analysis of information. Collaboration on ICT activities Involves problem solving/decision Making/ investigation or the design and production of new resources. Collaboration on ICT activities Involves research in the use of ICT in education and the development of best practices.
    • 3 . 2 Teachers work collaboratively with one another on ICT activities RS Dept need to identify collaboration with other depts and even to cluster schools Indicator 1 2 3 4 3.2.2 Scope of teacher collaboration Teachers collaborate on ICT activities with teachers in their departments. Teachers collaborate on ICT activities with teachers across departments. Teachers collaborate on ICT activities with teachers from other schools in Singapore. Teachers collaborate on ICT activities with teachers from schools outside Singapore or with organisations such as Institutes of Higher Learning.
    • 3 . 2 Teachers work collaboratively with one another on ICT activities RS
      • Within our dept can we form small teams to collaborate on ICT?
      • Can we divide the teams to take turns to collaborate termly by rotation?
      • Maybe 3 Maths trs in term 1 another 3 in term 2? Last 3 in term 3?
      • Term 2 Trs collaborate with Trs in other dept and term 1 trs collaborate
      • with cluster school trs?
      Indicator 1 2 3 4 3.2.3 Extent of teachers involved in collaborative activities Few school’s teachers collaborate on ICT activities. Some of the school’s teachers collaborate on ICT activities. Many of the school’s teachers collaborate on ICT activities. Most of the school’s teachers collaborate on ICT activities.
    • 3 .3 Teachers educate pupils on the ethical and safe use of ICT Indicator 1 2 3 4 3.3.1 Teachers educate pupils on the ethical and safe use of ICT Lessons on the ethical and safe use of ICT are conducted as and when the opportunit- ies arise in the curriculum. Lessons on the ethical and safe use of ICT are conducted based on a set of guidelines developed by the school. Teachers model the ethical and safe use of ICT . Lessons on the ethical and safe use of ICT are conducted through a formal school-based curriculum. Teachers model the ethical and safe use of ICT . The implementation of the programme is tracked and the curriculum is reviewed at least annually. Lessons on the ethical and safe use of ICT are Conducted through a formal school-based curriculum which is integrated with other subjects taught in the school. Teachers model the ethical and safe use of ICT . The implementation of the programme is tracked and the curriculum is reviewed at least annually.
    • GLOSSARY OF TERMS TERM DESCRIPTION Safe use of ICT Ensuring security when engaged in ICT environment. This may be achieved by installing firewall and updating anti-virus software. It also includes applying internet skills when engaged in online social networking such as chats, forums and blogs. It involves developing and empowering teachers and pupils to take responsibility for their own wellbeing in cyberspace.